How We Hire Extraordinary Educators
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Teachers are creative and performative. Good teachers tend to share a core set of skills. In addition to these core skills, Almazing teachers each have their own distinctive superpowers. In hiring, we’re not looking for one particular type of teacher. Rather we’re looking for strength in two general areas...
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Yash Daga
Yash Daga completed a successful two month internship at Money-Wizards from November 2014 to January 2015 as a campus entrepreneur. He worked well with colleagues, led his team to roll out a successful national event at his college, and explored new possibilities to achieve goals and complete projects through consistent effort.
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The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
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This document discusses the benefits of teachers analyzing student work together in a vulnerable and trusting way. It describes how this process helps teachers identify gaps, improve instruction, and strengthen their professional community. The key benefits mentioned are:
1) Analyzing student work together allows teachers to gain different perspectives on how to help students learn, and informs their instructional planning.
2) Being open and honest about struggles and weaknesses with colleagues helps build trust over time and creates a supportive environment for growth.
3) Developing trust among colleagues supports teachers in feeling less isolated and seeking help from others when needed.
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This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
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The document discusses strategies for creating an effective classroom environment that promotes learning. It emphasizes that effective teachers not only choose instructional strategies, but also create an engaging environment where students are consistently on task. Some keys to developing this environment include arranging the classroom space to minimize distractions, interacting easily with all students, and surveying the entire class. Teachers should also aim to develop a supportive community atmosphere and communicate clear rules and procedures to guide student behavior. When issues do arise, teachers need plans to address misbehaviors in a constructive manner. Overall, the document provides guidance for teachers to establish a well-managed classroom conducive to academic achievement.
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1. They use sarcasm and humor to engage students and help them retain information.
2. They feel guilty when students perform poorly and see student success and failure as partly their own.
3. They take on a large workload and have messy desks due to all their responsibilities.
4. They treat students with politeness and respect at all times.
5. They continuously learn new ideas and techniques and share their knowledge and innovations with other teachers.
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Recommended
Yash Daga
Yash Daga completed a successful two month internship at Money-Wizards from November 2014 to January 2015 as a campus entrepreneur. He worked well with colleagues, led his team to roll out a successful national event at his college, and explored new possibilities to achieve goals and complete projects through consistent effort.
Pledge of comitment
The document contains a pledge from teachers of Sarangani Senior High School to fully commit to implementing the K to 12 education program according to the standards set by the Department of Education. The teachers pledge to share what they have learned from trainings, work as a united team, build a supportive learning environment for students, help manage any problems that arise, and set a good example through their dedication to teaching.
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This document discusses the benefits of teachers analyzing student work together in a vulnerable and trusting way. It describes how this process helps teachers identify gaps, improve instruction, and strengthen their professional community. The key benefits mentioned are:
1) Analyzing student work together allows teachers to gain different perspectives on how to help students learn, and informs their instructional planning.
2) Being open and honest about struggles and weaknesses with colleagues helps build trust over time and creates a supportive environment for growth.
3) Developing trust among colleagues supports teachers in feeling less isolated and seeking help from others when needed.
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This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
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The document discusses strategies for creating an effective classroom environment that promotes learning. It emphasizes that effective teachers not only choose instructional strategies, but also create an engaging environment where students are consistently on task. Some keys to developing this environment include arranging the classroom space to minimize distractions, interacting easily with all students, and surveying the entire class. Teachers should also aim to develop a supportive community atmosphere and communicate clear rules and procedures to guide student behavior. When issues do arise, teachers need plans to address misbehaviors in a constructive manner. Overall, the document provides guidance for teachers to establish a well-managed classroom conducive to academic achievement.
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This document discusses what defines a professional teacher. It states that a professional teacher is committed to continuous learning, using best practices, and promoting student growth. They are responsible role models both inside and outside the classroom, maintaining high standards for dress, conduct, and competency. A professional teacher recognizes the importance of knowledge and uses instructional time effectively. Above all, they understand the significant impact they can have on students' lives and take their role seriously.
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This document outlines 5 signs that someone is a great teacher:
1. They use sarcasm and humor to engage students and help them retain information.
2. They feel guilty when students perform poorly and see student success and failure as partly their own.
3. They take on a large workload and have messy desks due to all their responsibilities.
4. They treat students with politeness and respect at all times.
5. They continuously learn new ideas and techniques and share their knowledge and innovations with other teachers.
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The document discusses how to become an effective teacher and create a culture of teacher excellence. It emphasizes that the most important factor in student achievement is having effective teachers. To develop teacher expertise, schools must focus on professional development, training, and creating a collaborative culture where teachers learn from each other. The most successful schools invest in ongoing "teacher capital" and prioritize instructional skills and proficiency over other reforms. They establish routines and beliefs that learning is the top priority and support new teachers with induction programs and learning teams.
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The document outlines 10 characteristics of high-performing Islamic school teachers: 1) being sincere and authentic, 2) having a lighthearted nature, 3) instilling high aspirations in students, 4) having strong beliefs and convictions, 5) knowing when to be serious, 6) being reflective, 7) being inspiring, 8) being appreciative, 9) striving for spirituality, and 10) empowering students. It provides examples for each characteristic and emphasizes that great teachers focus on student learning and development rather than just raising test scores. The document aims to help teachers recognize exemplary traits and improve their own teaching approaches.
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The document discusses the characteristics of a great teacher based on the author's experience as a student, administrator, and professor. As a student, the author believed a great teacher provided entertainment and little homework, but their view has changed over years working in education. The author identifies several essential characteristics of great teachers, including respecting students, creating a sense of community, being warm and caring, setting high expectations, having a passion for learning and teaching, strong leadership and collaboration skills, flexibility, and professionalism. Great teachers work hard to achieve success and have a big impact on students.
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This document discusses the personal qualities desirable in a teacher. It identifies several key qualities including having a pleasant and attractive personality, the ability to show genuine sympathy and tolerance for students, being intellectually and morally honest, maintaining mental alertness and patience, and having a desire to continuously learn. It emphasizes the importance of a teacher tuning into students' minds and feelings to best support their learning and development. Overall, it provides a framework for the characteristics that make an effective educator.
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This document provides 20 tips for motivating students in the classroom. Some of the key tips include engaging students at the start of class through activities, clearly defining objectives, creating a safe learning environment, varying teaching methods to engage different types of learners, using friendly competition and rewards, giving students responsibility, praising success, relating material to student interests, helping students set goals and track progress, and making learning fun. The overall message is that motivating students requires teachers to understand their students, engage them through varied approaches, set clear and attainable expectations, and recognize success.
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docx
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
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Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
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List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
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Prearations and aids
Step by step entire lesson and timing
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Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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How We Hire Extraordinary Educators
- 1. How We Hire
- 2. Teachers are creative and performative. Good teachers tend to share a core set of skills. In addition to these core skills, Almazing teachers each have their own distinctive superpowers. In hiring, we’re not looking for one particular type of teacher. Rather we’re looking for strength in two general areas:
- 3. 1) Getting Results 2) Building Crew &
- 4. First, we’re looking for someone with the ability to get results. What do we mean by results?
- 5. We mean you do whatever it takes to ensure that every single scholar who walks through your door succeeds.
- 6. We’re looking for someone who shows growth and persistence in the face of adversity and who displays a high degree of personal control in tackling complex, long-term tasks.
- 7. We mean results beyond standardized tests and proficiency levels, too. We are looking for teachers who have led their students to create stunning work. Exquisite writing. Masterful artwork.
- 8. We know a teacher is able to achieve these results with their students when they sweat the small stuff. They maintain a high bar in every facet of their classroom, which creates solid habits for success.
- 9. And even when your students succeed, you’re always hungry to get even better at what you do.
- 10. Second, we’re looking for teachers who will be a great fit for our crew. This doesn’t mean that everyone looks, acts, or teaches the same way.
- 11. Instead, it means we’re looking for teachers who will actively contribute to our being a truly inclusive work environment because we know that our diversity is a source of strength.
- 12. We’re looking for teachers who create strong relationships that make the people around them better.
- 13. We’re looking for teachers who will hold a sense of responsibility for the entire school, not just their own classroom; they’ll take on the belief that this is their ship.
- 14. Finally, we’re looking for teachers who don’t take themselves too seriously … unless it’s in the spirit of competition, like Alma’s annual bake-off or a night game of laser tag.
- 15. Think you have what it takes to teach with the Alma crew? Visit us at almadelmar.org to learn more about open positions and how to apply.